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This paper concerns aspects of differentiated instruction in learning communities in elementary education and specifically in the case of Science and Technology Festival (STF). Initially, we present a theoretical framework concerning differentiated instruction, learning communities, STF and scientific and technological literacy. Regarding methodology, participants were four primary students, four pre-service teachers, two primary school teachers and a school consultant. Research questions were the following: a) which are the SDUWLFLSDQWV¶ views concerning the educational value of STF? b) which are the SDUWLFLSDQWV¶ views for the importance of collaboration between the participants in the STF? g) which aspects of ³learning communities´ were used in the STF, according to the participants? d) which aspects of ³GLIIHUHQWLDWHG LQVWUXFWLRQ´ ZHre used in the STF, according to the participants? The results of our research show that, regarding the educational value of STF participants were mainly reported the inquiry and social skills that were developed in the STF. Concerning collaboration, PRVW SDUWLFLSDQWV¶ answers referred to the collaboration with the students or the collaboration with the teachers. Moreover, regarding aspects of ³learning communities´ most participants mainly referred to the environment of learning communities of STF, focusing on the interaction and the exchange of different opinions. Finally, concerning the content and the meaning RI ³GLIIHUHQWLDWHG LQVWUXFWLRQ´, it appears that most of the participants mainly referred to to differentiated educational processes based on the interests and the learning profile of student.